This is a practical handbook for designing and teaching hybrid or blended courses that focuses on outcomes-based practice. Starting with a brief review of the relevant theory, this addresses the practicalities of planning a hybrid course, offers criteria for determining the appropriate mix of face-to-face, online, and experiential components for a course, and guidance on creating social presence online.
This is a practical handbook for designing and teaching hybrid or blended courses that focuses on outcomes-based practice. Starting with a brief review of the relevant theory, this addresses the practicalities of planning a hybrid course, offers criteria for determining the appropriate mix of face-to-face, online, and experiential components for a course, and guidance on creating social presence online.
Jay Caulfield is an associate professor and an associate dean at Marquette University, where she has led the curriculum design of the college's hybrid graduate degree in leadership studies. She routinely teaches courses in leadership theory, organizational behavior, and research methods, and has moreover taught over 80 hybrid courses within the past eleven years. She serves on numerous university and college committees and boards including the University Board of Graduate Studies, the Institutional Review Board, and the Committee on Teaching, which she recently chaired. She is currently a member of the International Leadership Association and the International Society for the Scholarship of Teaching and Learning. In spring of 2011 she received the college's Faculty Excellence in Service Award for her significant long-term contributions to the College, as evidenced by her teaching, leadership and service to students, fellow faculty, staff and the greater community. Caulfield's research interests include transformational leadership and adult learning. Recent peer reviewed publications include, Why should I tell you how you teach? An expectancy theory perspective and Applying graduate student perceptions of task engagement to enhance learning conditions. She and colleagues are currently engaged in a longitudinal study on transformational leadership and she is authoring a second book on transformational coaching.
Inhaltsangabe
Acknowledgments Foreword By Alan Aycock Preface SECTION ONE. INTRODUCTION 1 WHAT IS HYBRID? 2 THEORETICAL APPLICATIONS 3 EXPERIENTIAL LEARNING 4 PLANNING YOUR HYBRID COURSE. Critical Questions to Consider SECTION TWO. DESIGNING AND TEACHING YOUR HYBRID COURSE 5 DISCUSSION AS A WAY OF LEARNING IN A HYBRID COURSE 6 PROVIDING AND SOLICITING STUDENT FEEDBACK 7 USING SMALL GROUPS AS A LEARNING STRATEGY 8 MEETING STUDENT EXPECTATIONS 9 ENHANCING TEACHING THROUGH THE USE OF TECHNOLOGY SECTION THREE. INTERVIEW DATA 10 WHAT STUDENTS SAY ABOUT HYBRID 11 WHAT THE BEST HYBRID TEACHERS SAY 12 WHAT THE BEST HYBRID TEACHERS DO CONCLUSION 13 COMING FULL CIRCLE, FUTURE RESEARCH, AND FINAL REFLECTIONS References Index Reference Index
Acknowledgments Foreword By Alan Aycock Preface SECTION ONE. INTRODUCTION 1 WHAT IS HYBRID? 2 THEORETICAL APPLICATIONS 3 EXPERIENTIAL LEARNING 4 PLANNING YOUR HYBRID COURSE. Critical Questions to Consider SECTION TWO. DESIGNING AND TEACHING YOUR HYBRID COURSE 5 DISCUSSION AS A WAY OF LEARNING IN A HYBRID COURSE 6 PROVIDING AND SOLICITING STUDENT FEEDBACK 7 USING SMALL GROUPS AS A LEARNING STRATEGY 8 MEETING STUDENT EXPECTATIONS 9 ENHANCING TEACHING THROUGH THE USE OF TECHNOLOGY SECTION THREE. INTERVIEW DATA 10 WHAT STUDENTS SAY ABOUT HYBRID 11 WHAT THE BEST HYBRID TEACHERS SAY 12 WHAT THE BEST HYBRID TEACHERS DO CONCLUSION 13 COMING FULL CIRCLE, FUTURE RESEARCH, AND FINAL REFLECTIONS References Index Reference Index
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